An assessment of the situation of teaching of english language in public primary schools in Temeke municipality and Rungwe district in Tanzania mainland

The study aimed at investigating the situation of teaching and learning English language in primary schools. In particular, it aimed at accomplishing three research objectives: to examine teachers’ competence in teaching English language, investigate the teaching and learning environment of English language and assessing the performance of pupils in English language. The study adopted the CIPP model of evaluation from Stufflebeam (1971). The context, input, process and product variables were identified and treated appropriately to guide the study. The study used qualitative and quantitative approaches with the use of descriptive survey design. Purposive, systematic and simple random samplings techniques were used to get the study sample. Research instruments included interviews, questionnaires, observational checklists and documentary review. Data obtained from the field were analyzed qualitatively through content analysis and quantitatively with the use of tables to supplement the qualitative information. The findings show that there is incompetence, lack of confidence, lack of habit of preparing schemes of work and lesson notes among teachers leading to failures to employ participatory approach. Furthermore, lack of in-service training in teaching of English language, poor teaching strategies and environments, shortage of teaching facilities are the main reason for students’ failures and incompetence. The study recommends for special courses and trainings for English teachers. Student teachers specializing in English language should be given priority to teach the same subject after graduating from colleges. The English teaching and learning environments should be improved.